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Understanding Your Child’s Individual Education Program (IEP)

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Presentation on theme: "Understanding Your Child’s Individual Education Program (IEP)"— Presentation transcript:

1 Understanding Your Child’s Individual Education Program (IEP)
How to have a voice in your child’s IEP meeting: Before, During and After

2 The IEP helps students with disabilities in reaching their goals
The IEP helps students with disabilities in reaching their goals. All students, regardless of age or disability, can be involved in the development of their own IEP. According to the Individuals with Disabilities Education Act 2004, the IEP must focus on the student’s preferences, interests, needs and strengths THE IEP The Individualized Education Program (IEP) is a legal document developed by the IEP team. This team can include: Parent(s)/Guardian(s) Student(s) (Important for age 14 & older) Special Education Teacher(s) General Education Teacher(s) (Agreement to Excuse) Administrators (LEA Representative) Behavior Interventionist AEA Consultant School Counselor Related Service Specialists

3 Key Points to Remember Five Phases of the IEP Process Gather Information Set the Direction Develop the IEP Implement the IEP Review and update the IEP The IEP document is written specifically for your child A new IEP is written at least every 12 months A re-evaluation of services is conducted every 3 years Parent(s)/Guardian(s) have a right to invite anyone to an IEP meeting Names of all individuals attending the IEP meeting will be documented on page “A” of the IEP A DRAFT IEP will be presented at every IEP Review/Re-evaluation meeting, it does NOT mean the form is a finished document Parent(s)/Guardian(s) may indicate a disagreement on the IEP form If you need professional assistance with understanding the components of an IEP there are options to consider

4 Equal Voice in Creating the IEP
IEP documents represent shared opinion or consensus of the IEP team The Team includes students and Guardians as equal partners Work cooperatively with all members of the team Always remain student focused

5 IEP MEETING Before The IEP Meeting: At the IEP Meeting:
Ask for a copy of the IEP draft in advance Ask for a copy of all draft documents Make all of your requests in writing Make notes of tasks/skills your child has mastered Review records and reports from past IEP’s Collect any current medical information Collect information on your child’s specific disability Talk to your child about their interests, likes and dislikes Know what the components of the IEP include Make notes about the services you want to discuss Always consult the Procedural Safeguards Manual Arrive on time Take someone with you to the IEP to take notes Bring a copy of previous IEP(s) Share your notes, ideas, and information Bring a copy of articles that may be relevant Ask questions when you don’t understand Be polite and assertive Listen to those who disagree Make your points clearly If you disagree – ask that the team include it in the IEP document under Parent Concerns on Page “B” Always ask for options Know your child’s abilities and goals Voice your opinion Be sure you get a final copy of the IEP

6 Important Components of the IEP
Present Level of Academic Achievement and Functional Performance = (PLAAFP) Current statement of performance levels (see IEP pgs. B and D) Measurable annual goals / objectives to address areas of concern (see IEP pg. D) Related Services delivery hours – if applicable (see IEP pg. F) Testing & Classroom accommodation/modifications (see IEP pgs. F and G) Transition Plan (age 14 and older) (see IEP pg. B living, learning & working) Extended School Year Services (ESY) (see Procedural Safeguards Manual) Placement – where the child will receive their education LRE = Least Restrictive Environment SDI = Specially Designed Instruction Important Components of the IEP

7 THE PLAAFP Present Level of Academic Achievement and Functional Performance Required Components The student’s strengths, interests and preferences The unique needs of the student How the student’s disability affects involvement/progress in the general education curriculum Parent(s)/Guardian(s) concerns Other Information Essential to the students needs Course of Study Transition Information (age 14 and older)

In an IEP, a “Transition Plan” refers to a federally mandated plan that addresses the transition from School to Adult Life (Career, Post-Secondary Education & Independent Living) Planning is mandated to begin no later than the first IEP to be in effect when the student turns 14 The student must be involved in making these plans if at all possible TRANSITIONS Early Intervention to Preschool Preschool to Elementary School Elementary School to Middle School Middle School to High School High School to Adult Life

9 Do the goals address the needs that are identified in the PLAAFP
GOALS & OBJECTIVES Do the goals address the needs that are identified in the PLAAFP ARE THE GOALS… Specific Based on needs (both academic and functional) and identified in the PLAAFP Measurable Progress is objectively determined at frequent, defined data points Attainable Realistic, related to the most critical needs, achievable in one year Relevant With a Standards’ outcome in mind Time-Bound Clearly defined beginning and ending dates; within one year

10 MEASURING GOALS Examples of ways to measure progress Tests
Daily work samples Portfolio Benchmark tests Statewide assessment information Objective evaluation MEASURING GOALS

11 How will I know how my child is doing on each goal?
HOW WILL YOU KNOW? How will I know how my child is doing on each goal? Reporting Progress… IEP must state how the student’s parents will be regularly informed of their child’s progress toward the annual goals Regulations require that the frequency of reporting must be at least as often as reporting for parents of general education peers

12 RELATED SERVICES Related services supplement that activities provided in the classroom. These may include: Advocacy Assistive technology Audiology Counseling Services Occupational Therapy Physical Therapy Psychological Services Speech-Language Therapy Social work Heartland Area Education Association (AEA) & Parent Educator Connection (PEC)

“LRE” When deciding Special Education Placement: The most appropriate placement in the Least Restrictive Environment This means, as much as possible, with general education peers. This will be determined after the goals and objectives have been developed. Many school districts provide a range of placements, and the team’s goal is to decide which is the most appropriate. The IEP must state how much time the child will spend in the general education classroom and how much will be in Special Education classes and/or Related Services.

14 ACCOMMODATIONS Accommodations might be necessary to measure academic achievement and functional performance on State and District wide assessments. What ever accommodations are selected for testing use are the same ones to be used for classroom instruction.

Read over the final draft of the IEP and ask questions Look at your child’s schoolwork daily Monitor progress of IEP goals & objectives Schedule conferences with various educators… when necessary Meet with parent support groups Plan for future goals WHAT TO DO AFTER THE MEETING

16 MORE MEETINGS? You will meet annually to update your child’s IEP. It must be on or before the “Annual Date” of the previous IEP You can update or make changes to the IEP at any time. You just need to request a meeting You will meet every 3 years to see if your child is still eligible for Special Education Services. This is called a “Re- evaluation” and it is possible your child will go through an assessment (testing) process

17 ANSWERS & SUPPORTS Where can family’s find answers to IEP questions/concerns Your child’s Special Education Teacher Your Schools Behavior Interventionist Your Area Education Association (AEA) Your Parent & Educator Connection (PEC) Your Schools Administrator Your Districts Special Education Director The Iowa Department of Education Ask Resource Center Community Support Groups

18 Outside Agency Supports
Where to start? State of Iowa Resources County Resources Case Management/Coordination Services Employment, Residential, Respite/Supported Community Living (SCL) Disability Support Groups Advocacy Therapy Services (Counseling, Physical Therapy, Occupational Therapy, Speech Therapy) Nursing, Homecare & Supplies Child Care Legal Services / Financial Services Miscellaneous Services Recreation/Leisure Activities & Camps Volunteer Activities Education Opportunities

Randy Dohmen Learning Supports & Family Engagement Coordinator

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